Peer Team Report of the Re-Accre by fjzhxb


									Peer Team Report of the Re-Accreditation of Mar Ivanios College, Trivandrum Kerala
SECTION I 1. Preface From its modest beginning in 1949 as an Intermediate college with 145 students and one UG course, Mar Ivanios college has grown to accommodate 5 research centres, 7 PG, and 10 UG departments. It stands upon Bethany Hills in an area of 50 acres in the outskirts of the city. It is a grant-in-aid college affiliated to the University of Kerala. It is recognized by the UGC under 2(f) and 12 (B) of the UGC Act of 1956. It has a student strength of 1686 (734 M and 952W) in UG courses, 242 (65M and 177W) in PG courses, 46 (34M and 12W) in Ph.D. programmes, 43 (25M and 18W) in certificate/ diploma courses and 48 (5M and 43W) in self-funded courses. There are 94 approved teachers of whom 31 hold the Ph.D degree. The teacher-student ratio is 1:20. The college offers 17 programmes in both UG and PG. The social profile of the college is essentially semi-urban and women are in the majority. The college was first accredited in January 1999. It has volunteered to be re-accredited by NAAC and the Re-Accreditation Report (RAR) was submitted in November 2004. The Council constituted the following Peer Team to re-assess and re-accredit the college : Professor C.K Kokate, Former Vice Chancellor, Kakatiya University, Warangal,AP, Chairman; Dr.Shakuntala Katre, Professor of Zoology & Dean of Science, Bangalore University, member; and Rev.Dr. Francis Soundararaj, (Former Principal, Madras Christian College, Chennai, Member. Shri.P.M. Jagatheesan, President Coimbatore Management Association, Coimbatore was the observer from Industry and Dr. Antony Stella Adviser, NAAC coordinated the Peer Team Visit. The Team visited the college between January 26 and 28, 2005; reviewed infrastructure and other facilities; interacted with students, members of the Governing Body, teachers, non-teaching staff, alumni, parents and others connected with the college; and perused the documents. The outcome of these processes gone through in accordance with the criteria of NAAC, together with the comparative evaluation of the college‟s performance between the two assessments is presented in the following re-assessment report: SECTION II 2.0 2.1 Criterion-Wise Analysis Criterion I : Curricular Aspects Although the college functions under severe constraints inherent in the affiliating system, and has been denied academic autonomy to make progressive curricular reforms, it has





moved in harness to find alternative strategies to make considerable curricular changes for the benefit of the learner. Hence the following strengths: Statement and Dissemination of Goals The vision of Mar Ivanios was to offer “general education and cultural improvement with the true philosophy of life”.. to produce alumni who will be equipped “to practise justice, honour and charity in their various vocations of life”. The goal was reinterpreted to match the core values on which the criteria of NAAC are based. The goals and objectives are well articulated and they are duly disseminated to freshers through the college calendar, prospectus, website and induction meetings held at the beginning of each academic session. Curriculum Development and Programme Options The college has, by working through its faculty, who are members of the Boards of Studies of the university, has generated and instituted more relevant vocational courses such as the UG course in videography and mass communication and the PG programme in tourism administration. It also offers certificate and diploma courses in English for communication and computer applications. Conventional arts and science courses are also offered. More programme options are made possible also by offering university courses such as M.A. English, M.A. History, M.Com. and M.Sc. Computer Science. The college has accommodated the sub-centre of the university distance education on its campus and the IGNOU Study Centre offers MCA, BCA, Certificate in English for Communication, M.Com. and B.Com. The college has thus widened access to higher education for a large body of youth in the region who cannot otherwise afford it. Some short-term programmes like tailoring, cooking, trekking, rowing, and hygiene are also offered. 21 subjects are offered in 11 programmes along with 9 electives and 9 modules. Slow learners are informally helped by the Staff Counsellor. Advanced learners are given more difficult assignments and seminars. Value orientation is implicit in the curriculum although there is no evidence of explicit curricular programmes designed for the purpose. Academic flexibility and strategies of implementation In addition to core, non-core and elective options which widen the range of choices for the learner, horizontal mobility is facilitated by parallel programmes offered through the distance mode. Vertical mobility to higher postgraduate courses and to research is also available on the same campus. Other curricular facilities are present in ICT-enabled units and courses in 8 programmes. On-the-job training is given to most of the students who undergo vocational courses. Academic-Social Feedback Formal and informal feedback is obtained from students on academic and campus needs. Two formats are used for obtaining formal feedback. Informal feedback is obtained through oral interaction. Opinions of retired alumni are also obtained. Review and redesigning of programmes is done more through the effort of faculty who serve on Boards of Studies of the university than on the basis of feedback obtained from stake-holders.


Nevertheless, their involvement in the semesterisation of the newly structured courses, BVMC & MTA, which have their substantial inputs, has proved to be beneficial. 2.2 Areas that Need Attention 2.2.1 Informal arrangement needs to be replaced by formal systems. In order to make curriculum compatible with social goals of justice and charity, attention may be bestowed on the differential needs of slow and advanced learners. For the same reason, inculcation of values may be made more structured. Formal remedial programmes with well-defined syllabi and schedules, besides appropriate study and practice material, are necessary. 2.2.2 Curricular flexibility can be freer and more learner-friendly if the Choice Based Credit System is adopted, at least in the case of the additional programmes offered. 2.2.3 Learner-orientation and stake-holder focus are indispensable dimensions of a curriculum that is purposeful. Systematic feedback obtained from students on teacher performance and programmes of study as well as infrastructure, and from the employer on the delivery systems of the curriculum are essential to curricular reforms. Choice of university courses and additional programmes should depend on these. The analysis of the feedback obtained with reliable instruments and the follow-up on such analysis alone can make feedback helpful. 2.2.4 The follow-up on feedback will entail curricular reform. This may include restructuring, supplementing, enriching, updating, replacing, modifying or introducing new courses. When the curricular process is made dynamic through redesigning, student needs, which are relevant to the given context, can be effectively met. The college has yet to attempt these in the new arrangements it has made in spite of the constraints imposed by the affiliating system. 2.3 Observations of the First Peer Team The First Peer Team observed that the courses were conventional and that they could be replaced with interdisciplinary, need-based courses in order to train students to be socially useful. The college has responded well by introducing such courses, both long term and short term, and by arranging internship vocational programmes. The benefit may be extended also to students of the conventional programmes. University courses may be supplemented with vocational training to go with need-based modules related to such disciplines. Students may take them outside the university arrangement, if that is possible.

Criterion II: Teaching-Learning and Evaluation. The college monitors the teaching-learning process with adequate care and attention. Admission processes are transparent; pedagogy, though essentially conventional is effective to prepare students for university examinations; teachers display a sound work-







ethic; and evaluation of student work is transparent. The following strengths attest this validation of the claims made by the college under this criterion. Admission Process All courses are in demand with the ratio between vacancies and applications being 1:7 for UG, and 1:9 for PG courses. Admissions are made with merit-ordering of applications and subject only to the rules and regulations of the state and the university. The process of admission is discrete: a general index mark is given to each applicant according to the past academic record and performance in sports, NSS, NCC and other additional areas of training for all non-vocational courses. Entrance test is held in addition in the case of other courses. Equity criterion is honoured in the admission of marginalized youth by strictly adopting state policy on the matter: 20% of the seats are reserved for SC/ST youth and 10% for those who are listed as “Backward”. The 20% used by the management also accommodates poor learners. Differential pedagogy for mixed- ability groups While this is not formally practised – the college feels that this is not possible under existing constraints-informal arrangements have been made to help slow learners with guest lectures, practicals, assignment, project and group discussion. Advanced learners are given more difficult tasks and are encouraged to take competitive examinations. Teaching-Learning processes The college has managed to work 192 days against odds. Teaching is monitored by the Monitoring Committee with teacher-work diaries. Teaching plan is made with Units of work defined according to state requirements. An informal tutorial system, in which a class teacher overseas the academic needs of the class, is practised. Advanced learners and postgraduate students are given teaching pratice. Some are inducted into research. Computer students are given software practicals in the Cyber Centre. The Lecture continues to be the chief method of instruction although it is sometimes supported by audio-visual aids like the OHP and TV. IT and computer-aided teaching and learning has not yet been substantially extended and its use is marginal. Innovative methods of instruction are practised by a few. Theatre performance and the use of video and CD for teaching plays are refreshing. The use of the language laboratory is another example. Teacher Quality Teachers are selected according to state and university regulations. Their professional development is encouraged by enabling them to attend orientation and refresher courses. They are encouraged to make use of the UGC-FIP programme. 21 teachers have benefited from the latter scheme, 97 have attended refresher and orientation programmes; and 18 have attended international conferences. A considerable number of teachers have acquired research qualifications: 31 of 94 teachers have the Ph.D. degree (32 % of faculty) and there is a 60% increase in the number of M.Phil. holders since 1999, when the first assessment was made. Evaluation of Teaching


Informal feedback is obtained on teacher performance by Heads of Departments and the Principal. Some teachers individually collect feedback from students in their classes. 3.1.6 Evaluation of Learning Outcomes. All evaluation processes adopted by the college are primarily intended to prepare students for examinations. Terminal examinations, test papers, model exams and class tutorials serve this purpose. Some instruments of evaluation used such as seminars, projects and mock-viva may test skills other than memory and recall but they are not consciously pursued for the evaluation of learning processes and outcomes. 3.1.7 Evaluation of Student Performance in Examinations. The valuation process adopted for terminal examinations is transparent. Answer-papers are returned to writers and answers discussed and clarified. The Mark lists of the terminal tests which constitute the internal assessment component are displayed on the notice board. 3.2 Areas which Need Attention 3.2.1 Differential pedagogy may be formalized, constraints notwithstanding. Slow learners may be given structured remedial programmes and advanced learners may be made to do additional modules for extra credit. Courses which prepare students for entrance examinations may also be offered. 3.2.2 Teaching-learning process may be made more learner-centred with the teacher acting more as mentor and guide rather than a coach. ICT-enabled modules, on-line learning and other learner-centred class-room strategies such as peer, pair and group work may help. Innovative pedagogy may be encouraged and rewarded. Library and computer resources may be imaginatively utilized to promote self-reading and self-learning. 3.2.3 Accountability is crucial to effective performance in teaching. Appraisals of teacher performance by students, employers and society are more holistic than self-appraisal. Expert peer assessment also evaluates the teacher‟s knowledge level and his or her creative use of it. 3.2.4 Similarly, assessment of learning outcomes in the process of knowledge and skill transfer – that is what ideal pedagogy is about – requires guaging the progression of a gradation of skills, as pedagogy advances through a course of study. Instruments of assessment will accordingly vary rather than remain static as in the case of terminal examinations. The college has yet to structure its assessment of learning outcomes more formally and effectively. 3.3 Observation of the First Peer Team The first Peer Team emphasised the need for „newer teaching methodologies‟, use of modern technology, self-monitoring of development by teachers, use of part-time teacher-development opportunities and the introduction of enrichment programmes for advanced learners. The college has acted upon these observations by introducing the Personal Plan of the teacher, improvement of the use of technology and by monitoring 5

these at the H.O.D‟s Planning Meetings. A formal and result-oriented monitoring system perhaps devised by the IQAC may help. 4.1 Criterion III: Research, Consultancy and Extension Unlike most other affiliated colleges, Mar Ivanios has a commendable research presence on the campus. The introduction of postgraduate education and other technological studies at the UG level seems to have sustained the research culture. The development of matching infrastructure (labs, in particular) and library resources together with the use of modern technology have supported the growth of research evident in the progress made after the first peer assessment. Promotion of Research Culture The support of funding agencies, augmentation of infrastructure, cooperation of the university, the creative involvement of the management and, above all, the right motivation of faculty have all contributed to the sustenance of research culture on the campus. Two computer labs, two biotechnology labs, a language laboratory and a video editing lab cum studio are an additional and significant support. The university‟s welcome gesture of recognizing five of the departments as research centres is a substantial academic support. Financial incentives of the government and grants made by funding bodies such as AIACHE and Xavier Board as well as UGC through its FIP have made progress possible. Postgraduate courses have served as launching pads of research. Monitoring bodies like the Managing Council, the Doctoral Committee and the College Council as well as the zeal and motivation of the Principal, HODs and teachers have directed research to its creative fruition in the college. Research Performance Performance in this area has improved qualifications of faculty. 32 % of the members of the teaching community are Ph.Ds, 60.8 are M.Phils. and many have published in refereed journals. One has the unique honour of having earned 6 patents of which 4 are international. One of them has seven entries in the JCPDS file. Special mention may be made here of the major strides taken by the Physics Department in thrust areas of modern research. Other departments such as chemistry, zoology, English and commerce are equally commendable. Research Output: Publications The output in publications is considerable for an affiliated college. 142 research papers, 32 theses, 2 book reviews, 21 books, 28 text books and 425 popular articles were published during the last 5 years. Collaborative work done by the college with ISRO, DST, STEC and UGC is a significant aspect of the research efforts of the faculty. Consultancy Professional consultancy is not significant but honorary consultancy is offered in peripheral activities such as service matters, media consultancy, setting up labs, income tax and LIC.






4.1.5 Extension Community extension work done by NSS through awareness programmes, cleaning environment and rural services is regular. 4.1.6 Participation in Extension Work The NSS and NCC facilitate involvement of student volunteers in their extension work which is structured and periodical. 4.1.7 Collaboration in Extension Collaboration with NGOs by NSS and NCC to offer legal awareness programmes for women empowerment is helpful. The Women Studies Unit is actively involved in offering help to slow learners and promoting handicrafts. 4.2 Areas which Need Further Attention 4.2.1 Special attention needs to be bestowed on research co-ordination. This can help create an institutional focus to strengthen pedagogic programmes to match goals and serve student needs better. 4.2.2 The correlation of IT support to other systems of support in research can pave the way for overseas collaboration and global participation in higher education endeavours through the EDUSAT, for instance. Departments and individuals who have research potential may be further built up through incentives and rewards of recognition. 4.2.3 Community development may be more sustained and focussed. An ongoing outreach programme or two for the development of a rural community, for instance, over a period of time can create opportunity for a curricular-extension interface. It may lend itself to advanced studies and research in terms of projects, surveys and theses. 4.3 Observations of the First Peer Team The first Peer Team recommended (a) extension of the research culture present in some departments to others as well as part of its „obligation‟ to society; (b) replacement of outdated courses, if that is possible; and (c) a better utilisation of student potential in extension work and outreach programmes. The statistics provided by the college in response to these comments show the considerable progress made by the college during the interim period. There are more Ph.D. holders, guides, projects, seminars, research papers and publications is well taken. This is commendable. It must at the same time be borne in mind that quality eludes number: the double focus on materials and human resource management for institutional advancement, over and above personal advancement (which is essential too), can be the only tool of progress in this area. Criterion IV : Infrastructure and Learning Resources Situated in a 50 acre area and accommodated in premises raised in a plinth of 5210 sq.mts. the college has no constraints of space. Additions made during the last five years include a building area of 18750 Sq.ft. with three seminar halls, 3 office rooms, a P.A. system, intercom, 2 computer labs, a guest house, a Cyber Centre and a bank. Students 7







have better opportunities to use computers through wireless LAN, broadband Internet, digital library. Physical Infrastructure and Adequacy The existing infrastructure is adequate to run the academic programmes of the college. There are 45 class rooms, 10 staff rooms, 7 rooms for HODs, 2 conference halls, 3 auditoriums, 16 labs, a library, Internet-network and transport. The administrative office room, network and transport ensure greater work efficiency. Development of all-round student skills is facilitated by such physical infrastructure as auditoriums, stadium, gym, sports-fields and the PA system. The master-plan envisages further enhancement of infrastructure by providing the Mar Ivanios Centre for Research for academic development of both students and faculty, and by augmenting existing physical facilities. The Centre will also accommodate some departments, the proposed health centre, the bank and audio-video facilities. Maintenance The facilities are maintained by duly appointed personnel, with funds given by the state government, the Parent-Teachers Association and the management. The infrastructure is also used by outsiders and alumni. Exams are conducted on the campus by outside agencies. Library and Learning Resources Library and Learning resources have been increased over the last five years. Additional furniture, 2 computer centres, the intercom, the Cyber Centre, TV and other audio visual aids including LCD have improved student facilities to use modern methods of learning. The Book Bank facility is an indispensable learning resource for SC/ST students. The addition of 1143 books, 85 computer terminals and a lap-top is helpful. The library works during working sessions of the day and during two extra hours one each before and after college working time. Students use the services during free time through the day. The Libsoft package and digital library software used for providing online services benefits both faculty and students. Computers as Learning Resource The singular advancement of automation through computers has not only improved learning resources. These are made available to a larger number of students, research scholars and faculty. Other facilities Sports facilities include playing fields, stadium and courts. Basic amenities such as water and power supply, intercom, residential quarters for functionaries and rest rooms for women are adequate. A cell to redress student grievances was set up in 1985. There is an alumni centre. Areas which Need Further attention: The management of infrastructure to provide optimum gains to different constituents of the college could have been better in some areas. 8


5.2.1 The learning resources provided by the library may be improved. Constant enrichment of curriculum and pedagogic practices depends on the availability of international and national journals. These are inadequate especially for postgraduate studies and research. The budget allocation of 2 % in 2003 and 1 % in 2004 shows inadequate attention to the area. 5.2.2 Self-learning processes are crucial to the academic development of students. Much reading practice is not evident among them. The library working hours are far too limited for the purpose. Access to the Internet and computing facilities and the user cost may me managed better. 5.2.3 The maintenance of infrastructure is equally important. At present the absence of an instrumentation centre is a handicap especially in house keeping. Arrangements may be made to ensure prompt repair and maintenance of equipment until a more permanent arrangement is made. However, there is a proposal to have an instrumentation centreunder the CPE-UGC scheme. 5.2.4 An extension centre may help to sustain neighbourhood ministry. Ongoing sustained outreach work is essential to inculcate sensitivity to the realities of the unfortunate lives of men and women outside and to develop a college-community interface. 5.2.5 The absence of a health centre may be reviewed 5.3 Observation of the First Peer Team The college has positively responded to the observations of the first Peer Team about inadequacies of infrastructure. They are in the process of eliminating them. However the insufficiency of arrangements to provide and involve women students and days scholars in sports and games may be expeditiously attended to.

Criterion V : Student Support and Progression Opportunities for student progression are provided by the college to an extent that is not commonly done elsewere. The support is comprehensive to cover almost all areas of student progression: academic, social, vocational and ethical-spiritual. 6.1.1 Student Strength and Profile All courses are in demand. Student strength has been increasing. In the current year there are about 2000 in all courses. The reservation policy of the state is followed in admission. 6.1.2. Student Progression The academic progression of students is commendable. The pass percentage is 88.7 % in UG and 84.4 % in PG. There are many first classes and a considerable number of university ranks. The dropout rate in the current year is negligible, being a little more than 1 per cent. Vertical academic mobility is facilitated by PG courses. Personality development programme is offered outside the curriculum by means of (a) the additional course in Communication in English; (b) IAS coaching given by the PTA and the AMICOS; and (c) substantial opportunities for the acquisition of technological skills for 9


communication. Alumni of the college are placed in high positions in society. Some of them are Ministers, M.L.A.s, officers in national and state services including IAS and KAS. Placement interviews are held on campus with the help of industries. 6.1.3 Student Support Systems Student support systems are quite comprehensive. Information dissemination is made by diverse means: calendar, brochure, handbook, college website, alumni co-operation, newsletter, counselling and orientation programmes arranged for the benefit of freshers. Instructional support is informally extended to learners through the tutor-ward system. Library support includes partially automated services, reprography, the University Help Desk, exhibition corner, catalogue, Internet and many others. Mixed-ability groups are informally assisted. The Women‟s Study Centre offers remedial coaching to students who are weak in subjects. Personality development is facilitated by the coaching centre for civil services examination and the Women‟s Study Centre. Cultural clubs help develop aesthetic sensibility while sports and games develop physique. There are many other support systems to look after the total needs of the learner. One hostel for men and 4 for women provide residential facility which is in demand. The language lab is provided for training in spoken English skills. Departmental libraries and computers are an additional help. 6.1.4 Utilisation of Support Activities Sports infrastructure enables coaching players in basketball during summer. Sportspersons have won prizes and trophies in intercollegiate and university tournaments and matches. 50 associations open avenues of creative expression for students in cultural activities. Youth festivals have brought many laurels to students of the college. All the three wings of NCC have organised several activities including attendance at the Republic Day parade in Delhi, and the conduct of „B‟ and „C‟ certificate examinations in which several students have acquired. Two student have passed the IAS exam recently and another has passed the Indian Forest Service examination recently. One has joined the IPS. Alumni functions through their organization, AMICOS. It has endowed scholarships, instituted awards, built spacious auditoriums, laboratories and other buildings and laboratories. The AMIFOM, a wing of AMICOS brings together a alumni interested in music. Names of many distinguished personalities appear in the list of alumni. The Placement Cell has offered counselling on the campus with the help of representatives from 8 industries. It has also arranged for placement services through 10

campus interviews conducted by ten industries. Career and personal counselling has helped a considerable number of students. 6.2. Areas which Need Attention 6.2.1 Mixed-ability groups need differential attention through structured courses. A formal system is also necessary for advanced learners to move ahead of others and earn additional credits. 6.2.2 Placement counselling and services need to be formally set up to organise campus interviews on a regular basis. Informal arrangements cannot be so effective to either reach employment information to students or succeed in getting them jobs. 6.2.3 The effort taken to obtain funding from UGC for a health centre may be pursued. Regular medical assistance may be provided to students and faculty on the campus. 6.2.4 Redressal of grievances may be attended to with the support of a formally constituted committee. 6.3. The Report of the First Peer Team The earlier report finds inadequate attention to sports to be “a matter of deep concern” and recommends (a) training for physical fitness especially for women; (b) promotion of sex education for awareness against serious diseases and (c) establishment of a counselling and placement centre. As these have been partially accomplished, more attention may be bestowed on them.


Criterion VI: Organisation and Management The management of the college is centralised and the Principal is the central administrative head. It is acknowledged that the administration is top down. Nevertheless, decentralization and participatory management are evident in the day to day administration. Inclusion of non-teaching staff in the Steering Committee is an instance. 7.1.1 Goal Orientation and Decision Making The policy of the management is to promote an education that is compatible with the goals set by the founder and subsequently reinterpreted to meet recent trends and changes in higher education. This is sought to be translated into practice with the co-operation of advisory bodies such as the College council, the General Staff Council, the body of staff counsellors, the College Managing Committee, Committee of Heads of Departments and Department Monitoring Committee. They meet periodically to deliberate on decisions to be made. 7.1.2 Organisation Structure and Function. The hierarchical top down structure functions with efficiency. Work is decentralised among committees. The IQAC, recently established, is concerned with quality arrangements. Its composition includes experts, HODs and representatives of the college council, non-teaching staff, PTA and the alumni association. Cells are constituted for redress of grievances. 11







Grievances of students are redressed by the Principal who is assisted by HODs, the Staff Advisor, the Staff Counselor, the Discipline Committee, hostel wardens and members of the grievance cell. Women‟s Redressal Cell takes care of women‟s issues. Perspective Planning The perspective plan envisages building of the Mar Ivanios Centre for Research by amalgamating all the five existing research centres and by establishing more. Introduction of new postgraduate courses in biotechnology; and videography and mass communication is expected to consolidate research in the new centre. New add-on courses and others also finds place in the plan. Human Resource Planning and Management Established processes and procedures determine human resource planning and management. Regular faculty and non-teaching staff are selected according to UGC norms of qualification subject to state and university regulations. Selection is based on merit. Faculty development is encouraged with FIP; leave is granted and service conditions are protected. 14% of non-teaching vacancies are filled with SC/ST candidates. 93 teachers were enabled to attend refresher programmes. Five attended orientation programmes. Staff are given ICT facility for research. Three have attended an international conference and 68 were invited to deliver endowment lectures. A staff welfare fund has been created to assist innovative practices. Performance Appraisal Self appraisal of faculty performance is the only practice regularly followed under this criterion. Student appraisal of teacher performance is made by some departments with the help of a questionnaire devised for the purpose. Student work is assessed by means of conventional terminal tests. Staff development Programmes. FIP has enabled 21 members of the faculty to obtain the Ph.D. degree. Internal seminars arranged by departments also help develop the faculty. Resource Mobilisation Donations, endowments, scholarships instituted by alumni and PTA and marginal earnings from consultancy constitute limited resource mobilisation. Sponsored Projects have brought some funds. Financial Management Fee Structure is reasonably facilitative. More than 700 students receive state scholarships. The unit cost is Rs. 26000. Funds are allotted to departments to meet research and other expenditure out of the grants received from the UGC.

7.2 Areas which Need Attention. 7.2.1 Teacher-performance appraisal needs attention. Feedback from students may be obtained with a well designed instrument of appraisal and the results may be analysed to give teachers feedback on their performance. Other appraisals made by peers/experts and the management may also help. 12

7.2.2 Research may be encouraged in all departments alike. Publications in refereed journals may be enhanced. 7.2.3 Consultancy offered professionally with available expertise may be encouraged for the mutual benefit of the consultant and the college. Honorary consultancy may also be enhanced for effective knowledge transfer for the benefit of the poor and the backward. Alternative forms of resource mobilization may be considered. 7.3 Observation of the First Peer Team The First Peer Team recommended periodic in-service training in computer technology for the non-teaching staff in order to improve their work efficiency. The college has responded by offering the same. Additional attempts made to improve their communication skills are appreciated. However systematic training may be offered to the teaching faculty as well so that they may fully utilise IT facilities for both teaching and research. The systems reported to be in use for redressing grievances of both faculty and non-teaching staff as well as students are identical and they manifest cumbersome hierarchical procedures. They may be simplified according to UGC guidelines. Criterion VII: Healthy Practices The college has become a role model by setting up several healthy practices. The creation of IQAC recently has facilitated making an agenda for development. It includes the establishment of the Mar Ivanios Centre for Research, and Instrumentation Centre, a foreign languages department and the upgradation of the language laboratory. The performance of students in spite of intermittent disturbances caused by the political situation, is commendable. 89.4 % of UG and 84.4% of PG students who appeared for their examinations have passed. There are many first classes and 16 have obtained university ranks. In spite of heavy constraints the college has been successful in offering new postgraduate courses and vocational modules; and certificate and diploma programmes. Research has significantly improved resulting in patents and awards in some departments. Mar Ivanios has inspired 6 other institutions to be founded on the same campus including an orphanage where 200 children reside. The healthy practices which contribute to the ethos of the campus are the silent prayer before the commencement of the day‟s work, parent-teacher and parent-Principal interaction, the annual retreat for spiritual nurture and the leadership ideally evinced by administrators, students and faculty. The familial fellowship that welds the community together is a remarkable aspect of the ambience prevalent on the campus. The inclusion of non-teaching staff in the steering committee is a fine gesture that manifests this aspect. The sensitivity to total quality management evident in the overall organisation of work, study and life style is healthy.

8.1 8.1.1


8.1.3 8.1.4 8.1.5 8.1.6




Section III 9 Overall Analysis Ideally located, and shaped by a far reaching vision, Mar Ivanios has admirably acquitted its role as a dispenser of quality education in the state of Kerala. It has contributed to the state and the nation commendable leadership in almost all areas, besides uplifting a considerable body of socially weak sections of the population. The present assessment confirms such a performance. The Peer Team commends:  the extensive clarification and dissemination of its goals and objectives;  augmentation of programme options in spite of constraints under the affiliating systems;  the provision of ICT support to teaching-learning processes;  the considerable augmentation of qualification of teachers;  the notable research endeavours and research output of some departments, especially, physics, chemistry, commerce, English and Zoology;  the performance of NSS and NCC;  addition of labs and equipment including a language laboratory;  automation of library services, modernization of classification, digitalisation of services and the extension of computer connectivity on the campus;  the wide range of scholarships and endowments made possible by the cooperation of all sections of the Mar Ivanios community including that of the non-teaching staff;  participatory and inclusive governance yielding place even to non-teaching staff in planning bodies;  the decorum and discipline of faculty, staff and students;  the committed involvement in, and substantial support extended to, the college by the alumni association, AMICOS and the PTA;  the distinctive academic progress of students witnessed in almost all department; and  the high social acceptance earned by the college over the years The Peer Team suggests:  starting of add-on courses (certificate/diploma) to enrich the existing curriculum and enhance programme options;  making efforts to identify mixed-ability learner groups and design well-structured remedial courses to help the slow, and challenge the advanced, learners;  the introduction of innovative and learner-centred pedagogic methods;  upgradation and maintenance of class rooms and laboratory facilities ensuring safety devices in chemical stores and good laboratory practices;  augmentation and maintenance of physical education and sports infrastructure especially the gym in order to motivate day scholars and women to participate in sports and games;  improvement of boarding facilities in hostels and the canteen facility for day scholars;



 

making the placement cell, counseling cell, the cell for redressing grievances effectively functional and starting of the anti-sexual harassment cell in accordance with UGC direction; devising of an effective teacher performance appraisal; and collaboration with industry and other agencies for academic and research programmes perhaps with the support of alumni and parents.

The initiatives taken by the Mar Ivanios College in quality enhancement during the first accreditation phase are highly appreciable. The Peer Team believes that the institution deserves higher accolades and elevated educational status in the years to come. The Peer Team appreciates the support and cooperation extended to them by all the sections of the Mar Ivanios community, particularly the dynamic Principal and the co-ordinator of the steering committee for completing the assessment. Signatures of the Peer Team Members 1) Professor C.K Kokate 2) Dr.Shakuntala Katre 3) Rev.Dr. Francis Soundararaj

(Signature of the Head of the Institution) Rev.Fr.Daniel Kuzhithadathil Thiruvananthapuram, 28-01-2005


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